Abstract:

This study examines the school principals' styles of using their power sources and the relationship between principal support and organizational citizenship behavior. The study was carried out according to the survey model. The study sample consists of 450 teachers working in public primary schools in the central districts of Ankara. The sample was determined by stratified sampling. We used Personal Information Form, Leader Power Source Scale, Perceived Principal Support Scale, and Organizational Citizenship Behavior Scale as data collection tools. In the analysis of the data, we performed percentage, arithmetic mean, Kolmogorov-Smirnov test, Pearson product moment correlation coefficient, regression analysis and path analysis. Based on the findings, there is a positive and significant relationship between primary school principals' use of power sources, principal support, and organizational citizenship behavior. It has been concluded that principal support plays a mediating role that has a predictive effect on organizational citizenship behavior, especially by predicting charisma, reward, and expertise power styles. Furthermore, we found that the variables that most affect teachers' organizational citizenship behaviors are charisma power, expert power, reward power, principal support, and legitimate power, respectively. Therefore, it can be listed among the suggestions that school principals should support teachers more, generally prefer charisma, expert, reward and legitimate power.

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